北京版（四下）UNIT THREE CAN YOU TELL ME THE WAY -Lesson 9-ppt课件-(含教案)--(编号：0034d).zip

Unit 3 Can you tell me the way Lesson 9 Magic Numbers st first Magic Numbers second nd Magic Numbers third rd Magic Numbers fourth th Reading is fun. 您好，这位大您好，这位大 哥，请问国图哥，请问国图 怎么走？怎么走？ What does Mike say? ? A.Where is the new library? B. Excuse me, sir, where is the new library? Excuse me, sir, where is the new library? Excuse me, sir, where is the new library? How does the man answers? Excuse me, sir, where is the new library? A.Its in that building over there. B. Its over there. Its in that building over there. library Excuse me, sir, where is the new library? Its in that building over there. ? Excuse me, sir, where is the new library? Its in that building over there. Which floor, please? Excuse me, sir, where is the new library? Its in that building over there. Which floor, please? The fifth floor. 1F 2F 3F 4F 5F 6F ? A. Is the library on the left of the stairs? B. Excuse me. Is the library on the left of the stairs? ? A. Is the library on the left of the stairs? B. Excuse me. Is the library on the left of the stairs? Excuse me. Is the library on the left of the stairs? stairs Excuse me. Is the library on the left of the stairs? . Excuse me. Is the library on the left of the stairs? No, its the _____room on the right. third library The third room on the right. things we cant do in library Hey! Where is Building No.5? Be polite(礼貌）礼貌） Reading time the teachers office the art classroom the computer lab Excuse me, where is ____________________________? Its __________________________. the English teachers office on the second floor the English teachers office on the first floor on the second floor on the third floor on the fourth floor Excuse me, where is ____________________________? Its __________________________. the art class room on the third floor the art classroom on the first floor on the second floor on the third floor on the fourth floor Excuse me, where is ____________________________? Its __________________________. the computer lab on the third floor the computer lab on the first floor on the second floor on the third floor on the fourth floor music classroom the English teachers office the dancing classroom Class 1, Grade 4 A: Excuse me, where is the ______? B: Its ___________. A: Thank you so much. B: Not at all. A: Excuse me, where is the ______? B: Its ___________. A: Is the ____on the left of the stairs? B: Yes/No. Its on the ____ of the stairs. A: Thank you so much. B: Not at all. Have a nice day. A: Thank you. 1. Practice the dialogue with your partner. 2. Make a map of a building. Homework教材版本义务教育教科书北京版小学英语一年级起点 课题4B U3 L9 Can you tell me the way? （第一课时） 学情分析 四年级学生初次接触与问路指路相关的话题，但是该话题贴 近学生生活，学生对此类话题并不陌生，容易融入语言学习 的场景之中。四年级学生已经有了一定的生活经验，具备简 单问路、指路的能力。 “指路”语言较多，由于各个场所所 处的位置不同，表达的方式也较为灵活，表达时需要用到介 词短语、序数词等。序数词学生在三年级上册 U1-U2 中已经 学过，学生对于问路句型中的特殊疑问词“where”也不陌 生，在日常课堂用语中老师经常使用。并且在二年级下册 Unit4 中，学生接触过 Where is my shirt 这一话题，集中 学习了一些表示方位的词语。在四年级下册第二单元中出现 了描述左、右的单词。 教学目标 1. 能够在视频、图片、声音以及在情境中进行的活动的帮 助下理解和朗读对话。 2. 能够通过观看视频、分角色表演以及小组活动等听懂、 会 说、在情景中运用“Excuse me, where is ?”的基本 结构向他人问路，并用“Its .”给他人指路。 3. 能够听懂、认读、会说 library、the teachers office the art classroom、the computer lab 等场所类词汇以 及 in that building over there、on the first floor 等介词短语。 4. 能够在情境帮助下的语言学习中，体会如何有礼貌地向 他人问路，体验乐于助人的快乐。 教学重点 1.理解和朗读对话。 2.“Excuse me, where is ?” 及其答语 “Its .” 在情境中的运用。 教学难点 1.在情景中运用“Excuse me, where is ?” 问路，并用 “Its .”为他人指路。 2.场所类词汇 the teachersoffice、the computer lab 以及介词短语 in that building over there 的认读。 信息化环境多媒体课件、电子白板、微视频 前置作业（可选） 熟悉教学楼内各个教室的位置，进行学前调查。 过程教师活动学生活动 信息化支撑 （环节上可选） 设计意图 环节 1 Review the ordinal numbers with cartoons Say the words quickly 微视频 通过抢答 的方式复 习序数词， 调动学生 参与课堂 的积极性。 环节 2 Dialogue lead-in Set a scene: My friend Lily recommends me a good place for reading. And Listen and understan d Pictures in Ppt 通过贴近 学生生活 实际的交 谈，将学 生引入到 实际的问 路、找路 情境中， 自然过渡 I really want to go there. So I need to search the map on the phone or ask someone for help. 到本课的 对话教学 之中。 环节 3 (1) To show a picture and ask a question. (2) Let Ss watch the video and answer questions. (3) Explain the word “library” with pictures. Learn the dialogu e. Watch the video and answer questio ns. Videos and pictures in Ppt 引导学生 关注图片 中的非文 本信息， 养成认真 读图的习 惯。根据 老师的问 题，学生 在第一次 对会话的 试听中提 取有用信 息，培养 认真倾听 的习惯。 环节 4 Let Ss watch the video again and let Ss focus on what does Mike ask next. Watch the video and focus on what Mike says. Help Mike find the way. video 通过问题 引领，引 导学生抓 住提问的 内容和问 话的方法， 锻炼提取 关键信息 的能力。 通过问题 引领继续 and answer how Mike asks the details about the library. 2. Help Ss understand “on the left of the stairs” with a TPR game and some pictures. find details TPR game Pictures TPR games 引导学生 关注 Mike 的提问以 及路人提 供的指路 信息，并 且能够区 分“on the left of the stairs” 和 “on the right of the stairs” . 环节 6 Show a picture of another young man asking the way in a very rude way and some people make noisy in library. Ss try to talk about it. pictures 通过观看 多媒体， 引导学生 思考在图 书馆等公 共场所应 该安静、 守秩序； 通过对比 的方式向 学生渗透， 问路需要 有礼貌， 做文明公 民。 (1) Have the children read the dialogue after computer. (2) Have the children open their books and read the dialogue. (3) Have the children role play the dialogue with his partner. (4) Have some pairs role play the dialogue in front of the class. 内容，练 习课文的 朗读以及 发音的准 确度，培 养学生的 口语表达 能力。 环节 8 1. Set the scene. I want to go different classrooms. 2. Introduce my visit plan. 3. Give Ss more information about these places and let Ss to show the way Listen and understan d Video Ppt 创设情境， 让学生充 当小引导 员的角色， 识记新短 语，在情 境中练习 有关问路、 指路的功 能句型。 再通过使 用含有信 with sentence “Its .” in a chain game. 息差的任 务卡， 让 学生在小 组内练习 问路用语， 为后续的 创编对话 打基础。 环节 9 Production Set a scene: so many teachers come to our school today; they want to go around our school. Ss need to tell the way. Show the way for teachers Cards Ppt 进一步将 上一场景 进行延伸， 让学生跳 出原有限 制，根据 来访客人 的实际需 求为他人 指路，在 相对真实 的情境中 创编对话。 环节 10 Summary Say with teacher together 课堂小结 环节，再 次从育人 的角度出 发，引导 学生要懂 得乐于助 人，礼貌 待人。 本节课的评价以个人评价与小组评价相结合的方式进行，课 前对各小组进行命名，以与本单元知识密切相关的序数词为 小组名称。为了贴合本课时及本单元有关问路、指路、楼层 分布相关的话题内容，小组评价运用爬楼梯的方式进行。学 生在回答问题，小组活动中表现优异即可为本组上升一个楼 层。个人评价主要以师生间的交流为主，如一个击掌的动作， 一句肯定的评价，一些关切的眼神及动作等。 板书设计思路 左侧主板书为本课对话教学中的重点句型，通过手写板书与 词卡并用的方式呈现，手写部分为“问路、指路”的重点功 能性语言，词卡部分则侧重引导学生关注“问路、指路”过 程中的礼貌性用语。右侧副板书为本课的支撑性材料，学生 在语言操练环节可以随时看黑板，寻找语言支撑。